Fittin' In: Do Diverse Interactions with Peers Affect Sense of Belonging for Black Men at Predominantly White Institutions?

By Terrell Lamont Strayhorn. 2008

201 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9b1b092dee6e94a2470698a0a2aeaab82557a416

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Citations in the corpus

When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, background): “However, recent research has highlighted contradictions to the structuralist view by distinguishing high-achieving, low-achieving, and “model” minorities (e.g., Fries-Britt, 1997; Gándara, 1982; Lee, 1996; Strayhorn, 2008f).”
The Impact of Culturally Engaging Campus Environments on Sense of Belonging (2016, methodology): “In fact, the regression model examined herein accounted for 68% of the variation in belonging, which is a greater portion of variance in belonging explained by previously examined statistical models (Freeman et al., 2007; Johnson, 2012; Johnson, et al., 2007; Locks et al., 2008; Maestas et al., 2007”
Through the Eyes of Students (2017, background): “…to see themselves as a member of a community of faculty, staff, and other students who value their participation, that they matter and belong (Bean & Eaton, 2000; Bergen & Milem, 1999; Kuh, Kinzie, Schuh, & Whitt, 2005; Stebleton, Soria, Huesman, & Torres, 2014; Strayhorn, 2008, 2012; Tovar, 2013).”
Sense of Peer Belonging and Institutional Acceptance in the First Year: The Role of High-Impact Practices (2017, methodology): “Historically, researchers examined sense of belonging in relation to integration and persistence patterns of historically underrepresented populations (Hausmann et al., 2007; Hurtado & Carter, 1997; Maestas et al., 2007; Ostrove & Long, 2007; Strayhorn, 2008).”
What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions? (2014, background): “…or lack thereof, is a function of meaningful interactions with diverse peers, supportive relationships with university faculty and staff, as well as frequent and educationally purposeful engagement in campus activities and student organizations (Flowers 2003; Harper 2006; Strayhorn 2008a, b).”